Exploring the Impact of Critical Reflection Through the Use of Service-Learning and Digital Storytelling.

Abstract

In an ongoing effort to address the needs of 21st century teachers, a service-learning project was designed which coupled structured reflection and technology. The reflective practitioner model through the use of traditional methods course work has long been viewed as the most appropriate model for the development of teachers (Hall, 2012). However, deep reflection is difficult for most pre-service teachers, and is often viewed as assignments that need to be completed in order to successfully complete a course, instead of being viewed as a powerful learning tool that can be used to empower and engage in their own development (Stenberg, 2010). One way of evidencing this reflection and deep learning is through the creation of digital stories (Barrett, 2006). This case study presents the application and outcomes of a service-learning project between an urban university and an elementary school in which pre-service teachers utilized digital storytelling as a method for critical reflection and application of content methodology. The focus on the pre-service teacher's understanding of content skills, reflective inquiry and enhanced technology skills also supports the National Educational Technology Standards.

Etkinlik Temelli Dijital Öykülemenin Özel Yetenekli Öğrencilerin Yazma Motivasyonlarına ve Dijital Öykü Oluşturma Beceri Düzeylerine Etkisi

“…In students stated that they learned to search faster with the right keyword. This shows that digital storytelling improves students' technological skills, and other studies in this area are also consistent with the results of this research (Aktaş, 2019;Behmer, Schmidt and Schmidt, 2006;Daniels, 2013;Davis, 2005;Demir and Kılıçkıran, 2018;Duveskog et al, 2012;Gakhar, 2007;Gürsoy, 2021;Haşlaman, 2017;Karakoyun, 2014;Keleş, 2018;Kotluk and Kocakaya, 2015;Michalski, Hodges and Banister, 2005;Özüdoğru, 2017;Renda and Sprouse, 2010;Robin, 2007;Tatlı and Aksoy, 2017;Xin, 2013). Jakes and Brennan (2005) noted that digital storytelling allows students to use communication technologies effectively and provides an interesting learning environment.…”

Digital Storytelling: Developing 21st Century Skills in Science Education

“…DS is based on the employment of computer-based tools to tell a story. Although it has been described by other definitions such as digital essays, digital documentaries, computer-based narrative, electronic memories, interactive storytelling, it is generally described based on the idea of combining the art of storytelling and a variety of multimedia elements, including graphics, sound, video, and web publishing (Daniels, 2013Doğan & Robin, 2008. The multimodal nature of the DST educational technology thus has the potential to be used to create an authentic learning context for all students, regardless of their background (Chubko, 2020).…”

Sınıf Öğretmeni ve Sınıf Öğretmeni Adayları Dijital Öykü Atölyesinde

“…The participants stated that this project would contribute to their professional life. Daniels (2013), in a study, revealed that digital stories could develop teacher qualities such as getting a transformation in terms of pedagogical content knowledge in the experiences of pre-service teachers. In this study, also, preservice and in-service teachers were enabled to develop themselves via activities designed in the project and it was determined that the participants had positive attitudes and ideas on the project.…”

“…Katılımcılar genel olarak uygulamaların mesleki anlamda kendilerine katkı sağlayacağını düşündüklerini belirtmişlerdir. Daniels (2013), araştırmasında dijital öykülerin öğretmen adaylarının alan deneyimlerinde pedagojik açıdan değişim yaşayarak öğretmen niteliklerinin artırılabileceğini belirtmektedir. Bu araştırmada da öğretmen ve öğretmen adaylarına etkinlikler aracılığıyla bu imkân sağlanmış ve onların olumlu duygu ve düşüncelere sahip oldukları belirlenmiştir.…”